Plan Analítico Materia Inglés Carrera Estadística Nivel 3

ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO
VICERRECTORADO ACADÉMICO
DIRECCIÓN DE DESARROLLO ACADÉMICO
PROGRAMA ANALÍTICO
1. Datos generales de la asignatura
FACULTAD CIENCIAS
ESCUELA ESTADÍSTICA Y MATEMÁTICA
CARRERA ESTADÍSTICA
SEDE MATRIZ ESPOCH
MODALIDAD PRESENCIAL
ASIGNATURA INGLÉS III
NIVEL TERCERO
CAMPO DE FORMACIÓN CÓDIGO TOTAL HORAS
COMUNICACIÓN Y
LENGUAS ESTI5120 128
NÚMERO DE HORAS
PRERREQUISITOS CORREQUISITOS
SEMANAL
ESTI5113
8
A. Caracterización de la asignatura
Students in the Ecuadorian higher education context constantly have to refer to
books, articles, and different research publications, which are written in English
in order to enhance their studies and to promote themselves as active
participants of science makers. Moreover, many of the students in ESPOCH
participate in different championships that are held all over the world in all the
different disciplines that this Institution provides. These students have little or
no access for participating in these contests if they are not well prepared to
communicate in the universal language: English. For these reasons, it is
extraordinarily important to give students the facilities and the quality they
need in language, which is mandatory by the Higher Education Law.
English is a universal language. It is the second most spoken language in the

world and the first one on internet. Students enrolled in the higher education
system in Ecuador need to study this language for two main reasons. First, to
get the proficiency certificate in English with a B2 CEFRL since it is a
requirement to obtain a bachelor’s degree, and second, it is a requirement to
enter any graduate school in the country or abroad.
Despite being a requirement, the communicative competence in the English

language is the professional ideal in all educative matters. Speaking English is a
necessary tool for international cooperation and professional enhancement.
English as part of the curriculum in all university studies fosters the
development of communication as well as other general social skills.
At level I, students will recognize the basic skills of the language, which are
listening, speaking, reading and writing considering A2 proficiency in the
CEFRL.
B. Objetivo
The students will be able to listen, speak, read and write in English by using the
correct grammatical structures and vocabulary to communicate adequately and
holistically concerning topics related to familiar issues.
C. Contenidos
UNITS OBJETIVES TOPICS

READING AND LISTENING
VOCABULARY
INTRODUCTION: Review: The alphabet, the
 To review questions, the numbers, symbols, years, and
Let’s talk about you dates
verb to be, to have, simple
 Physical activities
present, present continuous,  Work and life
 How would you
describe yourself? simple past, want and need,  Musical instruments
 Why are you superlatives
SPEAKING AND WRITING
learning English?
 Talking about yourself
 Finding out about other
people
 Discussing learning strategies
 Writing an action plan
 (R) He did it first
1. UNIT:  To talk, read and write about  (R) An article about bottled
water by reviewing the water
The role of water
present perfect, the simple  (L) Instructions for doing
 A very long way! past, the infinitive of two water sports
 Tap or bottled? purpose and the modal  (L) A talk about a water
sport
 Water activities auxiliaries
VOCABULARY
 Words connected with water
 Water sports and equipment
 Doing a quiz to learn more
about water
 Talking about the Ice Bucket
Challenge and raising money
for charity
 Discussing ways to save
water
 Writing a message about
conserving water
 Demonstrating and
describing a sport
 Giving a talk about a regular
activity
 (R) Nordic noir
 (R) Avenida Brasil
 (R) David Attenborough and
Diane Sawyer
 (L) A conversation about
Male and Female TV hosts
 (L) An interview with a
former TV host
VOCABULARY
2. UNIT:  Types of TV shows
 To review and use the
 Watch vs. look at
Switch on habitual past the present SPEAKING AND WRITING
perfect continuous  Talking about TV and the
 Stories from the (affirmative, negative and kinds of shows you watch
north questions) in the context of
 The world of  Finding out what people
TV shows. watched
telenovelas
 Influential people  Writing about past TV
preferences
 Discussing soap operas
 Talking about TV shows
 Writing a scene from a soap
opera
 Giving a short presentation
about an influential media
person from your country
 Talking about attitudes to
female TV presenters
3. UNIT:  To talk, read, and write about READING AND LISTENING
past abilities and past  (R) Against the odds
_________________________________________________________________________________________________
Dirección: Panamericana Sur km 1 ½. Teléfono: 593 (03) 2 998 – 200 Ext. 247-454 Código Postal: EC060155
www.espoch.edu.ec Riobamba - Ecuador
What music does conclusions by using could, was  (R) The world sends its
able to, the past perfect, the garbage. We send back
 Making music past continuous in the context music
differently of music  (L) Information about
 From garbage came world-famous musicians
music  (L) A conversation about an
 Street performers extraordinary street
performer
VOCABULARY
 Musical instruments
 Body metaphors
 Where to put things
 Saying what you like
 Talking about what
instruments people can play
 Writing about a time you
managed to do something
difficult
 Acting out a TV interview
 Giving a short talk about a
favorite song or piece of
music
 (R) Scallop
 (R) There he is again
 (L) A podcast about Bansky
 (L) A radio show
 (L) An apology
4. UNIT:
VOCABULARY
 To talk, read and write about  Types of art
Is it art? art by using superlatives,  Types of pictures
articles, and modifying  Things we use to make art
 Mystery attacks
adverbs such as:  Adjectives to describe
 Mystery man
considerably, a little bit, a lot, people
 Mystery art
nearly, almost, far, much,  Adjectives to describe the
arts
significantly, slightly
 Talking about street art
 Deciding which work of art
should receive a prize
 Writing a poem
 Describing works of art
 Talking and disagreeing
about works of art
5. UNIT:
Chill out 
(R) How well are you
managing your stress?
 How did you react?  (R) How does it work?
 Face-to-face with a  (L) A conversation with a
bear! therapist
 Nine-to-five  (L) A story about research
on stressful jobs
 (L) A description of a
stressful job
VOCABULARY
 -ed / -ing adjectives
 Words connected with the
 To talk, read, and write
body
about stressful jobs by using
 Words connected with work
the first conditional (unless) SPEAKING AND WRITING
 Talking about stressful
situations
 Acting out a conversation
with a therapist
 Writing an ending to a story
 Discussing ways to reduce
stress
 Saying how you feel about
your job or studies
 Writing about what you do
and why it’s enjoyable or
stressful
 (R) Would we die if
honeybees didn’t exist?
 (R) What a load of junk!
 (L) A conversation about
6. UNIT:
 To talk, read and write about questions and curiosity
remedies, medicine, and  (L) A radio interview with a
Consequences
scientist
health in general by using
 (L) A conversation about an
 What would we do the second conditional, ancient but modern remedy
without them? phrases of certainty and  (L) Street interviews about
 Your body, your possibility, past obligation
choice home remedies
and permission VOCABULARY
 Myth or miracle?
 Animals and categories
 The natural world
 Superfoods
 Medicine and health
_________________________________________________________________________________________________
 Talking about the moon and
the sun
 Writing about extinction
 Talking about a fast-food
experiment
 Writing about alternative
medicine and superfoods
 (R) E.E. Smith’s predictions
 (R) They’ve got your profile
 (L) A museum audio guide
 (L) Thomas Frey’s
 To talk, read and write about predictions
future activities, events,  (L) A conversation in a car
plans and predictions by VOCABULARY
7. UNIT: using simple future and  Technological inventions
future continuous with time  Optimism (adverbs of
Technology rules adverbials degree)
 On the road
 Futurology SPEAKING AND WRITING
 What they know  Giving your opinion on
various world topics
 Losing skills
 Making predictions for the
future
 Acting out a conversation in
a computer store
 Talking about technology in
airplanes
 Writing a script for your
phone’s navigation
 (R) Jobs on a film set
 (R) Meet Bing!
8. UNIT:  (L) Movie news in the radio
 To talk, read and write about  (L) A conversation with a
Film and the movies reports in the context of casting director
reporting orders and  (L) A conversation with a
 Who does what in friend
the movie requests, reporting what
business? people say, and reporting VOCABULARY
 YouTubers what people said. The use of  Compound nouns connected
 I’m going to be a would and used to with movies
star!  Jobs in the movies
 Adjectives to describe
character
 Statistics
 Jobs and actions
 Talking about the last movie
you saw
 Describing and guessing jobs
 Reporting what people said
 Writing about your life as a
child
 Writing and acting out an
interview for a TV show
 (R) The good, the bad, and
the ugly
 (R) About an old house
 (L) A conversation about a
contractor
VOCABULARY
9. UNIT:  Buildings
 To talk, read and write about  Materials
Made to last? buildings by using the  Compound nouns for
passive voice in present and buildings
 Beautiful buildings past and using modals  Building problems
 Should they be SPEAKING AND WRITING
demolished?  Giving a talk about a
 Cowboy beautiful building
contractors  Giving a talk about a well-
known building
 Retelling a story
 Talking about buildings you
dislike
 Talking about work you’ve
had done in your home
 Writing a poem
 (R) Two short news stories
10. UNIT:  (R) Smash and Grab!
 (L) A job interview
A question of beauty
 (L) A conversation about a
 To talk, read and write about job interview
 I wish ….
wishes and regrets by using VOCABULARY
 Things would have
the third conditional  Professions
been different
 Accidents
 Against the odds
 Talking about wishes
 Talking about things that
have gone wrong
 Writing a poem
_________________________________________________________________________________________________
 Retelling a Greek myth
 Talking about a myth or
legend from your country
 Retelling a survivor’s story
 Giving a short talk about an
inspirational person
 (R) Some recent research
findings
 (R) Self-control or smart
thinking?
 (L) Street interviews about
video games
 To talk read and write about  (L) A podcast about a runner
games, cheating and video VOCABULARY
games by using indirect  Board games
11. UNIT:
questions and relative  Compound nouns with game
clauses  Describing food
Games and temptation
 Running and walking
 Playing games SPEAKING AND WRITING
 Temptation  Talking about video games
statistics
 Cheating?
 Writing a description and
giving a talk about games
 Writing about how to resist
temptation
 Confirming information
 Preparing an argument
 Persuading others to agree
with your opinion
 (R) Why we forget. Why we
get lost
12. UNIT:  (R) A story about baby
 To talk, read and write about Dillon
Survival and loss adventures and memories  (R) Songlines of the
Aboriginal people of
by reviewing the past
Australia
 Why we forget perfect, simple past, present
 (L) A description of a night
 A miracle rescue simple, past simple, present in the mountains
 Songlines continuous, etc., and non-  (L) Three stories about
defining relative clauses forgetting things
 (L) A conversation in
Melbourne
VOCABULARY
 Hiking equipment
 Remember and forget
 Body language
 Conditions

 Retelling a story Describing
your favorite
 landscape
 Talking about a time you
forgot or lost something
 Retelling Dillon’s story
 Talking about a time you
helped or saved someone
 Talking about conditions
D. Metodología
Learning English is based upon the development of the four main language skills:
listening, reading, speaking, and writing as well as the language’s grammar in
context and its vocabulary. With purposes of communication the following
activities are developed:
• Listening to appropriate material.
• Reading different kinds of texts.
• Describing pictures/drawings orally and in writing.
• Narrating short stories orally and in writing.
• Representing characters in role plays.
• Giving and receiving instructions.
The different techniques used in the development of classes focus on

communication and cooperative learning with the participation of teachers and
students and a permanent interaction among them.
E. Recursos
• Computer laboratory
• Language lab
• Moodle Platform
• American Jetstream Platform
• Projector
• Internet
_________________________________________________________________________________________________
F. Procedimientos de evaluación
Componente Prácticas
Componente Componente de
de Aplicación y
Docencia aprendizaje
experimentación de los
Presencial Autónomo
aprendizajes
50-60% 15-25%
25-30%
Tests Class Work Research Works
Oral quizzes Presentations Practice in the virtual
classroom
Otros Cooperative Activities Individual work
Jetstream (Platform) Team work
practices.
Others Projects, Others
G. Bibliografía
BÁSICA
- Revell, J. & Tomalin, M. (2016). American Jetstream, Intermediate CEFR. London,
United Kingdom: Helbling Languages. 1a. ed.
Disponible en: http://bibliotecas.espoch.edu.ec/cgi-bin/koha/opac-
search.pl?q=Revel+Jane&branch_group_limit
COMPLEMENTARIA
- Revell, J. & Tomalin, M. (2016). American Jetstream, Elementary CEFR A1/A2.
London, United Kingdom: Helbling Languages. 1a. ed.
- Revell, J. & Harmer, J. (2016). American Jetstream, Pre-Intermediate CEFR
A2/B1. London, United Kingdom: Helbling Languages. 1a. ed.
- Revell, J. & Tomalin, M. (2016). American Jetstream, Upper-Intermediate CEFR.
London, United Kingdom: Helbling Languages. 1a. ed.
H. Perfil de la asignatura
ACCORDING TO THE “REGLAMENTO DE ARMONIZACIÓN DE LA
NOMENCLATURA DE
TÍTULOS PROFESIONALES Y GRADOS ACADÉMICOS QUE CONFIEREN LAS
INSTITUCIONES DE EDUCACIÓN SUPERIOR DEL ECUADOR”
BROAD FIELD Humanities and arts

NARROW FIELD
Languages
ELABORADO POR: Profesores y miembros de la Comisión de Carrera.
REVISADO POR:
___________________________ ____________________________
Dr. Luis Vera Rojas. Dra. Zoraida Sivoli.
NOMBRE Y FIRMA DEL NOMBRE Y FIRMA DEL
DIRECTOR DE CARRERA COORDINADOR DE CAMPO
APROBADO POR:
___________________________________
Dr. Edmundo Caluña S.
DECANO FACULTAD
CIENCIAS
Resolución Consejo Politécnico: Resolución 0256.CP.2016

Fecha Resolución Consejo Politécnico: 2017-11-12
_________________________________________________________________________________________________

Plan Analítico Materia Inglés Carrera Estadística Nivel 3

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ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO

1. Datos generales de la asignatura

English is a universal language. It is the second most spoken language in the

Despite being a requirement, the communicative competence in the English

UNITS OBJETIVES TOPICS

SPEAKING AND WRITING

The different techniques used in the development of classes focus on

BROAD FIELD Humanities and arts

ELABORADO POR: Profesores y miembros de la Comisión de Carrera.

Resolución Consejo Politécnico: Resolución 0256.CP.2016

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